Embed Size (px)
Citation preview
TEST ITEM BANK SYSTEMA N D
COMPUTER ADAPTIVE TEST SYSTEM
Race to the Top
Maryland Assessment Group Conference November 2011
STUDENT
Minute by Minute / Daily
Weekly
Unit
Quarterly
Annual Summative
Formative Assessment PracticesAssessment for Learning
Test Item Banks and Computer Adaptive Tests
A System of Assessment
Standards
Formative Assessment Practices(Assessment for Learning)
To gauge student understanding so teacher can adjust instruction
To improve learning and achievement and involved students in their own learning
Collaborative, teacher and student engaged in a dialogue around ungraded learning
Daily, ongoing, on the fly Teacher incorporates into
instruction Students evaluate own
learning
Summative Assessment Processes
(Assessment of Learning)
To measure what students have learned after the teaching-learning cycle
To determine if a student has reached a certain level of competency
Teacher directed assessment Periodic Diagnostic/Progress
checks ( district and teacher determine)
Computer –based, paper and pencil, performance skills demo with rubric scoring
More Large Scale
More Summative Purpose
More Formative Purpose
More Classroom Focused
Accountability (state tests, national reporting, regulations)
Interim, benchmarks (district tests, purchased or constructed from item banks)
Classroom Formative Assessments (clarify learning goals, feedback, teacher and student questioning)
Traditional Grading Practices
Testing Systems Projects Overview
Implement a Test Item Bank System
Implement a Computer Adaptive Test System
Test Item Load
Provide Online Adaptive Testing Units for High Schools
Test Item Bank System
A repository for test items aligned to the Common
Core State Standards and used to build
assessments either online or for paper/pencil
tests
Teacher tool used to assess student learning
Central office tool to build interim benchmark
assessments
Student tool to take online assessments
Location and Access
MSDE Teacher Online Toolkit
Interoperable with the Curriculum
Management System
Links from Formative Assessments
Role based access
Remotely or within the schoolhouse
Items
Aligned to Common Core State Standards
English language arts/literacy and
mathematics
Grades 3 – 11
Able to be searched and filtered using a
meta-tag designation
Item Design
Grade level appropriate
Universal design
Accessible Portable Item Profile (APIP)
Sensitivity
Variety of item formats
Supports online student interactive tools,
links, hot spots
System Requirements
Produce an assessment based on a set of skills or
other designation as chosen by the teacher
Produce assessments available to students online
or printable for paper pencil/answer sheet
Allow for flexible scheduling of test windows
Allow for interruptions during online
administrations
Functions of the System
Keeps track of item usage
Provides space for teachers to save tests for future
use
Provides teachers with immediate assessment
results such as scores, item analysis, skills
mastery
Provides a student profile report – for parents or
students conferences
Online Test System Requirements
Secure (locking feature to prevent students
from accessing other sites during testing)
Accessible from a variety of test taking tools
such as iPads, tablets, net books, laptops
Remotely accessible (secure logon
procedures on or off site via LEA roles and
permissions)
The teacher will be able to:
Generate answer sheets with student ID, course,
and section.
Manipulate test in “MS Word”
Spacing
Enlarge font
Provide a worksheet format for student work
Choose how many questions per page
Print test in PDF format
Computer Adaptive Test System
An online test system that has the ability to
upload any content items
Governed by software that selects questions
for students based on their previous answers
Results show progress and provide results in
specific areas
How it Works
Based on algorithm built into the softwarePicks questions based on the student response
to a base set of questions ( think about an interactive video game experience)
Chooses the next question to challenge students or to elicit a response to an easier question if needed
Has an extensive Item bank covering the span of abilities, but students experience a select number of questions at their level ( 10 x rule)
Adaptive Experiences for the Test Taker
Shorter test
Challenging
Rewarding
Equivalent content
Adaptive Experience for Teachers
Receive information that is specific to the
ability of each student
See progress if equated pre-test and post-
test forms are given
Access results based on the test purposes
( skill based clusters, overall performance,
grade level performance)
Specifications and Constraints
Content driven tests – spiraled content so
that the test taker experiences the full extent
of the content
Relies on elaborate content classifications
Batteries of adaptive tests provide diagnostic
results using different subtests for distinct
but related abilities
Advantages
Shorter test taking time
Minimizes the ability of students to borrow answers
from other students (overall test security is easier)
Can be fast paced or slow – speededness can be
reported to the teacher
Simple retesting with comparable, equated results
Ability to interject field test items (district decision)
Interoperable with Test Item Bank System
Online Adaptive Testing Units
• Various Wi-Fi connected portable units
• Compatible with LEA internal network configuration to access the internet
• Enable the students to take online tests within high schools or remotely
• One time procurement of limited sets of units for district implementation of online tests
• Year 3 implementation with LEA leadership for distribution and support
Project Timeline
Year 1 – ‘10
– ‘11
•Project planning
•Requirements gathering
Year 2 – ’11
– ‘12
•RFP development
• Procurement of systems
Year 3 – ’12
– ‘13
•Item load, testing and full implementation
•Adaptive testing units procure and deploy
Project UpdateProcess Status Outcome
Create plan Complete
Communicate plan to stakeholders
Requirement development
In Progress
Identify business, functional, and system requirements for item test bank
Data discovery 2012 Identify data elements and related dictionary
Review process for infrastructure design
2012 •Establish hierarchy of user access roles•Define technical specifications for connectivity
Alignment of items 2012 Item alignment with Common Core Standards
Procure adaptive test units
2013 Deployment of ATUs to LEAs
Identify LEAs to participate in UAT
2013 User Acceptance Testing results and risk mitigation
Rollout 2014 IBS “Go-Live” all systems
Stakeholder Participation
Participate in webinars
Participate in requirements gathering
Participate in early adoption and testing
Participate in roll-out planning
Contact Information
Subject Matter Expert/Business Analyst:
Barbara Holman [email protected]
Or
Email Mailbox for Item Bank Systems
